AI Literacy in Action: Integrating Reading Apprenticeship and Critical Inquiry

Type of Presentation

Individual paper/presentation

Conference Strand

Critical Literacy

Target Audience

Higher Education

Second Target Audience

K-12

Anamika MegwaluFollow

Location

Ballroom C

Relevance

The proposal is about AI literacy that integrates Reading Apprenticeship and Critical Inquiry into a library instruction.

Proposal

As artificial intelligence (AI) tools become increasingly embedded in research, learning, and everyday life, libraries are uniquely positioned to guide students in developing AI literacy. This presentation shares instructional strategies that integrate Reading Apprenticeship and Critical Inquiry into library instruction, offering a dual framework for helping learners both navigate AI-generated information and question their broader cultural, ethical, and political implications.

Reading apprenticeship, a pedagogical approach rooted in metacognition and collaborative meaning-making, provides librarians with strategies to help students engage with AI-generated information. In practice, this involves modeling reasoning, encouraging students to articulate their metacognitive thinking, and creating space for shared analysis of how AI systems structure and present information. For example, librarians might help students recognize the differences between disciplinary writing generated by AI, as compared with a section of a published scholarly article, or librarians might guide students in analyzing AI-assisted database searches, making visible the strategies required to evaluate reliability, authority, and context.

Critical inquiry extends this metacognitive activity by positioning AI within conversations about equity, power, and ethics. Through structured questioning, students interrogate how AI technologies reinforce or disrupt systemic biases, whose voices are privileged or marginalized in algorithmic processes, and what responsibilities accompany the use of generative and predictive tools. Within library instruction, this could mean analyzing the ethical implications of citation recommendations generated by AI, or debating the societal consequences of access to algorithm driven information.

This presentation contributes to the growing discourse on the role of libraries in an AI saturated world. Participants will gain practical strategies that they can apply in their teaching practices to integrate critical thinking, an essential component of AI literacy.

Short Description

AI increasingly shapes research and learning, and libraries play a critical role in fostering AI literacy. This presentation shares instructional strategies integrating Reading Apprenticeship and Critical Inquiry into library instruction. This dual framework helps learners develop deeper engagement with information and question their broader cultural, ethical, and political implications. Participants will gain practical teaching strategies to cultivate critical thinking, an essential component of AI literacy.

Keywords

AI literacy, information literacy, reading apprenticeship, critical inquiry, teaching strategies, library

Publication Type and Release Option

Presentation (Open Access)

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Feb 7th, 9:00 AM Feb 7th, 9:45 AM

AI Literacy in Action: Integrating Reading Apprenticeship and Critical Inquiry

Ballroom C

As artificial intelligence (AI) tools become increasingly embedded in research, learning, and everyday life, libraries are uniquely positioned to guide students in developing AI literacy. This presentation shares instructional strategies that integrate Reading Apprenticeship and Critical Inquiry into library instruction, offering a dual framework for helping learners both navigate AI-generated information and question their broader cultural, ethical, and political implications.

Reading apprenticeship, a pedagogical approach rooted in metacognition and collaborative meaning-making, provides librarians with strategies to help students engage with AI-generated information. In practice, this involves modeling reasoning, encouraging students to articulate their metacognitive thinking, and creating space for shared analysis of how AI systems structure and present information. For example, librarians might help students recognize the differences between disciplinary writing generated by AI, as compared with a section of a published scholarly article, or librarians might guide students in analyzing AI-assisted database searches, making visible the strategies required to evaluate reliability, authority, and context.

Critical inquiry extends this metacognitive activity by positioning AI within conversations about equity, power, and ethics. Through structured questioning, students interrogate how AI technologies reinforce or disrupt systemic biases, whose voices are privileged or marginalized in algorithmic processes, and what responsibilities accompany the use of generative and predictive tools. Within library instruction, this could mean analyzing the ethical implications of citation recommendations generated by AI, or debating the societal consequences of access to algorithm driven information.

This presentation contributes to the growing discourse on the role of libraries in an AI saturated world. Participants will gain practical strategies that they can apply in their teaching practices to integrate critical thinking, an essential component of AI literacy.